Learning,+Boredom,+and+Fun+Analysis

[[image:boredom.png align="right"]]Introduction
Our first assignment this semester will be to explore what makes a class boring? What makes it fun?

The full assignment will be covered in more detail during our first class session or you can see [|the assignment description on the class site.]

This page is where you'll post your analysis of the survey results. Your write up will follow this outline.

1. Executive Summary 2. What makes learning boring? 3. What makes learning fun? 4. Implications for your own teaching and design work

Each generalization should be numbered and begin with a single sentence in bold which distills what you want to say, followed by a paragraph that elaborates on it and describes the evidence you found for that generalization. Sample sentences from the stories would make your report more compelling. For example:


 * 3) High school students almost universally reported that physical activity was an element in the experiences they called "fun".** Bill W, for example described learning beginning archery skills at boy scout camp. Sallie Forth recalled a social studies class in which "we recreated in chicken wire and paper mache the battlefield at Shiloh and spent several class periods reconstructing the events there." All together there were 24 experiences that took place during high school years and all but 1 included physical activity. In most cases (19 out of 24) these activities also required creative or critical thinking.

Where Do You Find the Survey Results?
[|Survey Results are posted on Surveymonkey]. View the lecture for week 2 for more information on your analysis and the password you'll need to view our results.

Where Do You Submit Your Work?
This assignment is an individual analysis. You'll see your name listed below. That page is where you'll complete your analysis.

Is there a Template for this assignment?
Yes, please use this template to guide you. (hint: when you get to the template page, click edit. Copy the code from that page, then paste it into your page below.)

Evaluation Rubric

 * All surveys were submitted (2 points)
 * All required parts of the report were included (4 points)
 * Clarity of writing (1 point)
 * Thoughtfulness of the implications section (3 points)

Student Pages

 * ===Campus Section=== ||  ||   ||   ||   ||
 * [|Barbara Berkovich] || Renee Cohen || Sean Harkey || Elizabeth Rest || Cara Silverman LBF Analysis ||
 * Kalani Bright || Melissa Dredge ||  Floyd Myung || Lyford Rome || Virgilio Simpelo ||
 * ===COMET Section=== ||  ||   ||   ||   ||
 * Alexandra Allen || Scott Crellin || Denise Henry || Juliana Liebke || Matt Sherwood ||
 * Heidi Beezley || Lori Cummings || Kim Imrie || Lindsey Nettels || Jenni Topmiller ||
 * Roberto Bonilla || Rich Dysinger || Nick Ingrande || Monica Perez || Craig Wilsie ||
 * Tedd Brent || Trina Garcia || Marty Jimenez || Amy Rauen || Angie Wilson ||
 * Misty Burnworth || Kelly Granfield || Greg Johnson || Joel Rodriguez ||  ||
 * Ken Callaway || Richard Harmon || Cassie Lawson || Robert Sevilla ||  ||
 * ===Online Section=== ||  ||   ||   ||   ||
 * Marilyn Bender || Monica Gonzalez || Khoa Lam || Katie Oristian || Janice Wilhelm ||
 * Steve Corbett || Anne Gossett || Amber Lunde || Kasandra Singh || Melissa Richardson ||
 * Gerry Deocampo || Sherry Hertle || Jim Harwell || Jane Tutein ||  ||
 * Steve Corbett || Anne Gossett || Amber Lunde || Kasandra Singh || Melissa Richardson ||
 * Gerry Deocampo || Sherry Hertle || Jim Harwell || Jane Tutein ||  ||